| Project Based Learning (PBL) | Projects to solve real and interdisciplinary problems. | Individual projects, micro-projects, digital tools. |
| Problem-Based Learning | Solving complex problems through research. | Guided problems, real cases, work roles. |
| Cooperative Learning | Work in groups with defined roles and common objectives. | Rotating roles, small groups, asynchronous work. |
| Inverted Classroom (Flipped Classroom) | Content is reviewed at home and practice is done in class. | Short videos, short readings, in-class review. |
| Gamification | Use of game dynamics and mechanics in educational contexts. | Physical/digital boards, cooperative challenges, badges. |
| Experiential Learning | Learning by doing through reflection on experience. | Simulations, experiments, role-playing games. |
| Inquiry-Based Learning | Research guided by trigger questions. | Open-ended questions, guided research, use of digital sources. |
| Multisensory Learning | Use of multiple senses to process information. | Manipulative material, kinesthetic activities, videos and diagrams. |
| Universal Design for Learning (UDL) | Flexible access to learning by reducing barriers. | Varied delivery options, accessible materials, choice of activities. |
| Competency-Based Learning | Focus on mastery of demonstrable skills. | Clear rubrics, varied evidence, flexible pacing. |
| Station Based Learning | Activities distributed in different physical or virtual spaces. | Digital stations, fast rotations, booster stations. |
| Socioemotional Education | Development of emotional and social competencies. | Breathing routines, dialogue circles, emotion cards. |
| Art-Based Learning | Integration of the arts for the expression of content. | Visual maps, dramatizations, infographics. |
| Direct Teaching | Explicit, teacher-guided instruction. | Mini-lessons, visual cards, guided practice. |
| Thought Routines | Structures to visualize and develop thinking. | I see-I think-I wonder, comparisons, guided discussions. |
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